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2018 Annual Convention Schedule: Thursday, July 25, 2018
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Below you will find the session detail schedule for Thursday, July 25, 2018. 

Please note: CE credits are pending ASHA Approval. All courses are offered at the Intermediate Level, Professional Area. 

The Way I See It: A Personal Look at Autism and Asperger's

Session Number: 1001
Speaker: Temple Grandin
Time: 8:00 AM to 9:30 AM
CE: 1 – Clinical SLP

Dr. Temple Grandin gets down to the REAL issues of autism, the ones parents, teachers, and individuals on the spectrum face every day. Temple offers helpful do’s and don’ts, practical strategies, and try-it-now tips, all based on her “insider” perspective and a great deal of research.

Learning Objectives

  • Participants will gain an insiders perspective on Autism.
  • Participants will gain helpful strategies in providing services to individuals living with Autism and their families.
  • Participants will review research related to the latest trends in Autism.

Audience: General, SLP, AUD, Students
Ages: All Ages
Level: Intermediate

The Autism Tsunami: Our Role in the Transition Process from High School to Adulthood

Session Number: 1002
Speakers: Valerie Hersokwitz, Tim Kowalski, & Sheryl Rosin
Time: 9:45 AM to 11:15 AM
CE: 1 – Clinical SLP

Effective transition from school to the adult community and employment for youth with Autism Spectrum Disorders (ASD) poses a host of challenges for both the child and parents. According to federal law, transition plans must be included in all individualized education programs no later than age 16. However even with such a law, successful transitions aren't assured. There are 380,000 adults with autism expected to need services by the year 2023, with 500,000 aging out in the next decade. Currently 80-90% of adults on the spectrum are unemployed. These statistics are alarming, as the available resources exceed the increased demand for services for adolescents and adults. How can these young people integrate into society and achieve some level of independence if they are unable to find employment? And how does an SLP factor into helping these students achieve post-high school success? In this presentation, we will discuss transitioning issues that occur in the aging out process and how they impact employment. Strategies to effectively manage these concerns will be presented.

Learning Objectives

  • Participants will definite the autism adult crisis.
  • Participants will list transitioning issues related to the aging out process.
  • Learners will list strategies to effectively manage obstacles to employability.

Audience: General, SLP, Student
Ages: Adult
Level: Intermediate

Everyday Activities to Improve Social Abilities

Session Number: 1003
Speaker: Alana Fichtelberg
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

Do you have students/clients who have difficulty understanding social cues, making friends, comprehending stories, or participating in lunch/recess/outings? Activities addressing flexibility ("Bend Your Brain"TM), perspective-taking, using your eyes, brain, and body, inferential thinking, social problem solving, understanding the big picture, and humor are critical to becoming a successful student, friend, family member, coworker, and citizen.You will immediately leave this presentation ready to use many easy suggestions (preschool-adult, school, private practice) to promote social development, life/organizational skills for home, community, and school. Activities address hygiene, responsibilities, jobs, telephone/email skills, and even punctuation, summarizing, and measuring.

Learning Outcomes

  • To provide professionals (and in turn, parents/teachers) with many functional suggestions/activities to easily promote social learning for individuals/groups, the classroom, and at home.
  • To demonstrate the ease/necessity of developing social learning IN CONTEXT (carrying on Peter Vermeulen's ideas, author of the book, "Autism as Context Blindness"), using activities that are fun AND functional- in the therapy room, classroom, recess, home, car, and community.
  • To explain/demonstrate to professionals (and in turn, to parents) how now to integrate daily life skills (i.e. personal hygiene, handling money, academics, responsibility, job skills, working as a group, executive functioning) no matter the age of the student/client always with social development in mind.

Audience: SLP, Student
Ages: Pediatric, Adult
Level: Intermediate

Helping Older Struggling Students Close Reading and Spelling Achievement Gaps

Session Number: 1004
Speaker: Nancy Telian
Time: 10:30 AM to 12:30 PM
CE: 1 – Clinical SLP

Yes, SLPs can definitely help to close those reading and spelling achievement gaps in older struggling students! Grab practical techniques to teach upper level letter sounds, prevent sequencing errors in words with consonant blends, and train multisyllable division rules for decoding of longer words. Walk away with proven effective strategies for training morphological awareness, learn how to begin addressing the English spelling rules, and learn to help those with rapid naming deficits decrease impulsive errors with special techniques for errorless responding. For each skill area addressed, attendees will receive the rationale, practical strategies,and freebie downloads to begin right away.

Learning Objectives

  • Describe how to utilize imagery, hand cues, mnemonic stories, and visualization to train upper level letter sounds, including vowel combinations and r-controlled vowels.
  • Demonstrate how to train decoding of one syllable words containing consonant blends in the initial and final position, using specific strategies to prevent sequencing production errors.
  • Demonstrate how to apply the English language syllable division rules involving open and closed syllables in order to correctly divide and decode multisyllable words.

Audience: SLP, Student
Ages: Pediatric
Level: Intermediate

Down Syndrome and PediatricDysphagia

Session Number: 1005
Speaker: Michelle Dawson
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

When addressing feeding and swallowing concerns with an infant, toddler, or young child who has Down Syndrome, professionals and caregivers should be aware of some common anatomical considerations that can impede their progress towards being successful eater and drinker. This workshop will explain some signs and symptoms of some of the more frequently occurring differences, what professional(s) they should reach out to for assistance and offer a few interventions that are socioeconomic friendly.

 

Learning Objectives

  • Attendees will name and describe 3 common anatomical/structural considerations that can negatively impact feeding and swallowing.
  • Attendees will name and describe 3 common concomitant diagnoses/disorders that can negatively impact feeding and swallowing.
  • Attendees will name and describe 3 professionals that should be referred to when a patient/child present with certain signs and symptoms.
  • Attendees will name and describe 3 socioeconomic friendly treatments for feeding and swallowing disorders

 

Audience: General, SLP
Ages: Pediatric
Level: Intermediate

 

Applications of Manual Lymphatic Drainage

Session Number: 1006
Speaker: Colleen Endrizzi
Time: 10:30 AM to 12:30 PM
CE: 1 – Clinical SLP

Historical and current history of the lymphatic system and therapies to address functioning are addressed. The expansion of this information from the fields of occupational and physical therapy are explored. Applications of manually addressing the lymphatic system from historically accepted areas of therapy such as: Complex Decongestive Physiotherapy for lymphedema as related to head and neck lymphedema following head and neck cancer is explored. Additionally, new applications to Speech and Language Pathology such as improving oral motor functioning for swallowing and articulation will be discussed during the presentation. Information from a meta-analysis regarding lymphedema and head and neck cancer will additionally be shared. The remaining time will be devoted to understanding how hands on techniques increase lymphatic function to improve speech, language and swallowing skills as measured by outcome measures.

Learning Outcomes

  • Participants will increase their working knowledge of the lymphatic system and the impact that the lymphatic system has on speech, language and swallowing function.
  • Participants will learn about the hands-on skills to impact the lymphatic system using manual therapy.

Audience: SLP
Ages: All
Level: Intermediate

The Art of RtI

Session Number: 1007
Speakers: Wyndi L. Capeci and Corina Rodriguez-Espejo
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

On the topic of Response to Intervention, the principles or methods governing this systematic approach to students with academic deficits can be overlooked or de-valued. Principles such as administrative support, multidisciplinary collaboration, the problem-solving process, the significance of an RtI facilitator, and differentiated instruction. SLPs offer an important perspective and expertise in language-based learning. To empower professionals in creating or joining the school-based RtI team, research and tips will be provided. To equip specialists in fostering skillful execution of RtI, techniques for planning, implementing, and monitoring will be discussed. The art of RtI, as opposed to the science (i.e., rules, regulations, the system itself), relies heavily on proficient methods of execution and competent human interactions.

Learning Objectives

  • Fostering school administration support
  • Promoting multidisciplinary collaboration
  • Utilizing the problem-solving process
  • How to facilitate RtI meetings
  • Planning RtI with fidelity
  • Advocating for language-based deficits

Audience: General, SLP
Ages: Pediatric
Level: Intermediate

FEES: It's a Shore Thing! From Implementation to Interpretation

Session Number: 1008
Speaker: Kristen Kopp
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

FEES is a reliable method to instrumentally assess swallowing. FEES remain an area that requires training to support well developed implementation and clinical interpretation. This session will focus on developing an SLP's clinical skill for implementation of valid and reliable FEES studies. It will also work to enhance physiologic deficits observations on FEES required for dysphagia assessment

Learning Objectives

  • The participant will RECOGNIZE what FEES® assessment of swallowing includes.
  • The participant will IDENTIFY when FEES® assessment is indicated and who are the best candidates.
  • The participant will INTERPRET swallowing physiology during FEES® through CASE STUDIES and videos.

Audience: General, SLP, Student
Ages: Adult, Senior
Level: Intermediate

Helping Different Kinds of Minds Solve Problems

Session Number: 1011
Speaker: Temple Grandin
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

There are three basic ways that people think differently when solving problems. They are photo realistic, visual thinking like Temple, pattern mathematical, which is the way most engineers think, and word verbal thinking. When projects are being designed, people with different ways of thinking have complementary skills.

Learning Objectives

  • Understand the three major theories individuals use to critically think and solve problems.
  • Understand how individuals with Autism utilize these ways of thought, and the challenges they encounter.
  • Learn strategies to develop activities designed to align with the various ways of thought.

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

Partnering With Parents in Therapy: Do Not Be Afraid!

Session Number: 1012
Speaker: Alliette Alfano
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical SLP

Speech therapy sessions with children are often conducted with just the therapist and child. Parents are often discouraged from entering the therapy room for a variety of reasons, including the notion that the child behaves better without the parent in the room. When parents request to be part of the therapy session, therapists may not feel equipped to incorporate them into the session and possibly allow them only to observe from the corner. This session will discuss the importance of parents as first communication partners for children, how to encourage their participation in sessions, and techniques and strategies to not only get them in the room but empower parents to take a lead role.

Learning Objectives

  • Describe the importance of parents as first communication partners for young children.
  • Describe three parent coaching strategies.
  • Describe different methods to involve parents.

Audience: General, SLP, AUD, Students
Ages: Pediatric
Level: Intermediate

What The! When Did He Turn Autistic!!

Session Number: 1013
Speaker: Kathie Welch
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical SLP

We know Autism is different for every child and every family. But here is a case that offers experience and a perspective from a Speech-Language Pathologist, with extensive exposure working with Autism in Connecticut, who also is “Grandma” to “Mason”, DOB 8/4/2012, and a now resident and SLP for two years in Florida. I am happy to do whatever I can to support the lives of families and children with Autism. I can share what has been overwhelmingly successful in our efforts for Mason and share what has been exceedingly difficult with the hope that this will help you do the same without needing to play a dual role. What did Autism look like in the first two years? When did you suspect Autism? What did Autism look like during diagnosis? How did he improve? Regress? What strategies and treatments were helpful? Harmful? What challenges were the greatest as a caregiver? SLP? Did you have additional struggles as a caregiver in Florida as opposed to CT? How did you manage this? What surprised you playing both roles? How can this help other professionals that have not had this experience?

Learning Objectives

  • This session should offer the Florida SLP valued training ideas for family.
  • This session should offer the Florida SLPvalued strategies for family.
  • This session should offer the Florida SLPgoal suggestions for success.
  • This session should offer the Florida SLPsuggestions to battle current Public-School trends in some counties in Florida that do not match appropriate best practice.

Audience: General, SLP, Student
Ages: Pediatric
Level: Intermediate


Surgical Solutions for Pediatric Hearing Loss

Session Number: AGB1001
Speaker: Samuel T. Ostrower
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical AUD

Pediatric hearing loss can be divided into conductive, sensorineural or mixed types. Surgical management of hearing loss is thus targeted to the specific type and severity of hearing loss and is adjusted depending on the underlying pathology. Chronic middle ear disease, congenital anomalies, trauma, and deafness will be discussed as well as surgical interventions ranging from pressure equalization tubes, tympanoplasty, ossicular reconstruction, stapes mobilization, osseointegrated devices, and cochlear implants.

Learning Objectives

  • Demonstrate an understandingfor the principals of surgical management of chronic ear disease and associated hearing preservation and restorative surgery.
  • Understand the history of pediatric cochlear implant candidacy.
  • Incorporate knowledge of surgical risks associated with osseointegrated device and cochlear implant surgical techniques into daily practice.

Audience: AUD (A.G. Bell Track)
Ages: Pediatric
Level: Intermediate

Improving Executive Functioning In Elementary School

Session Number: 1014
Speaker: Penina Rybek
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

Executive Functioning is increasingly targeted by service providers in elementary school. They contribute to students’ self-regulation, resiliency, time management, problem solving, and overall social skills. Deficits can affect the ability to “ride the wave” RE: language, literacy, math, and pragmatics. Learn how to practically and functionally identify and improve the necessary executive functioning skills at different ages and stages, for better learning and behavioral outcomes. Learn how to assess, treat, and track executive functioning deficits in today's 21st century student. The one who needs to learn to be productive, not just busy, and develop digital citizenship and leadership skills. Today's increasingly fast paced, technologically driven, and globally connected community mindset, all demand a higher level of executive functioning proficiency. Get advice you can provide the parent, classroom teacher, and the actual student, by implementing both technology and environmental modifications, to foster whole body learning, carryover, and communication skills.

Learning Objectives

  • To identify and explain executive functioning deficits.
  • To describe practical strategies to improve executive functioning deficits in elementary school students.
  • To describe how to increase executive functioning skills using visual supports and iOS apps.

Audience: General, SLP, Student
Ages: Pediatric
Level: Intermediate

Surgical Treatment for Head and Neck Cancer: Reconstruction and Outcomes

Session Number: 1015
Speakers: Mario Landera and Jill Ketner
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

Surgical resection of head and neck cancer can often leave a defect that requires a complex reconstruction. These defects may be reconstructed with remaining local tissue, a skin graft or an advancement flap. Larger and more complex defects may require free tissue transfer, also known as free flap surgery. This session will provide an overview of the various surgical modalities for treating and reconstructing head and neck cancer. Swallowing outcomes will be discussed based on head and neck reconstruction type and post-operative structural abnormalities.

Learning Objectives

  • List the various subsites used to classify head and neck cancer.
  • Describe the various surgical modalities used to treat and reconstruct head and neck cancer.
  • Describe typical swallowing outcomes after surgical treatment for head and neck cancer.

Audience: SLP
Ages: Adult
Level: Intermediate

The Effects of Mindfulness Training on Graduate Level Speech-Language Pathology Interns

Session Number: 1016
Speakers: Jean Mead,Rebecca Deschner, Milena Zambrana, Jennifer Herzbrun, and Enmanuel Iglesias
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical SLP

The purpose of the presentation is to discuss the impact of mindfulness training on graduate SLP students. The aim of this project was to teach the students strategies to help them handle the rigor and stress related to the graduate program, especially the clinical component and ultimately facilitate their overall well-being. Forty-one students participated in the 8-week mindfulness training program which included weekly group meditation sessions plus mindfulness tasks to be completed across the week. A pre and post-test was administered to the participants to determine if the training had an impact on their ability to cope with the perceived stress of graduate school. Results of the study and tips and strategies for coping with stress will be presented.

Learning Objectives

  • Explain the benefits of mindfulness practice.
  • Describe three strategies for becoming more mindful during day to day activities.
  • Identify perceived key stressors in their lives.

Audience: General
Ages: All Ages
Level: Intermediate

Identification and Intervention for Children with Syndromes

Session Number: 1017
Speaker: Ruth Stonestreet
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

Speech-Language Pathologists have had the opportunity to increase a knowledge base related to children with syndrome disorders and those considered in the category of special populations. The importance of observing and describing the clinical features is critical knowledge that Speech-Language pathologists should consider when working in interprofessional teams. Identifying features and characteristics by using a systematic format as a tool for descriptions of children with syndrome disorders and categorized as special populations will be presented. The results will be presented in three case studies and specific communication interventions will be shown.

Learning Objectives

  • Name three general considerations regarding communication interventions in special populations.
  • Discuss the importance of observing clinical features in children with syndrome disorders.
  • Describe two interventions for supporting communication in special populations.
  • Describe characteristics or clinical features in two of the special populations presented.

Audience: General, SLP, Student
Ages: All Ages
Level: Intermediate


Listening and Spoken Language Specialist Test Prep

Session Number: AGB1002
Speakers: Karalee Needelman & Lynn W. Miskiel
Time: 5:00 PM to 7:00 PM
CE: 2 – Clinical AUD

As stated on the Listening and Spoken Language Specialist Certified Auditory-Verbal Therapist (LSLS Cert. AVT ® ) APPLICATION PACKET, update July 2017: “The AG Bell Academy is the global leader in Listening and Spoken Language Certification. The requirements for the Listening and Spoken Language Specialist (LSLS) Certification set universal professional standards for knowledge and practical experience providing listening and spoken language intervention for children who are deaf or hard of hearing and their families. The LSLS exam is defensible and verifiable and follows National Organization for Competency Assurance (NOCA) standards.” Source: https://www.agbell.org/ This session will review the LSLS application paperwork, including set up of a LSLS binder, the application process, mentoring process, and resources for test preparation.

Learning Objectives

  • Identify source for LSLS Cert Eligibility Requirements.
  • Identify three listening and spoken language principles inherent to Auditory Verbal Therapy.
  • List two resources for LSLS Cert test preparation.

Audience: AUD (A.G. Bell Track)
Ages: Pediatric
Level: Intermediate